Learning@school 2008 was an interesting and stimulating few days for me and I enjoyed the time to spend time with like-minded people discussing the 'how to' of making learning meaningful for this generation of learners.
Jamie McKenzie's clever twist on research projects was interesting - instead of asking students to research a country or event which is very lower order thinking (and a scoop method) he suggested that we ask them to decide which city in China they would want to live in and why. This means that they have to come up with criteria, rank them, and then decide which city and why. In the process they have used a lot of higher order thinking (evaluation, analysis etc) and related it to themselves far more. He also talked about students generating questions rather than teachers (in the China example they decide what questions they are going to ask about each city).
Another session by Jamie McKenzie was 'The Journey of Change' which addressed many issues involved in moving a school's culture from one model of teaching and learning to another. His materials are available on fno.org and nsdc.org - well worth a look. He fully addressed how to lead and get everyone on board - even the reluctant changers - it was very comprehensive.
Like Cherise I went to 'What Young Adolescents Fear'....David Anderson's workshop approach got you really thinking and it intrigued me to realise that they hate public praise... so I have been trying to praise effort and product quietly and one on one rather than draw attention to it. David Anderson also talked about how we support learners at risk - there needs to be a balance between challenge and support. Too much challenge is brutal and too much support encourages learned helplessness. Getting it right means a robust relationship where we both challenge and support.
Liz WaterfallI attended Murray Black's "Using asTTLe" data to inform teaching in a secondary school. Fantastic for me as his presentation consisted of the "next step" in providing Professional Learning for staff in asTTLe. Handed out a useful template for analysing AsTTLe. Will use in the next PL about this. My second breakout was Julia Atkin's "Key Competencies: Complicated, Complex and Compulsory" Ok but not practicable to implement in the classroom; essentially abstract thesis on the Tao of the Curriculum. Trevor Bond's Key Competencies workshop was really excellent - a clear direction in how a school could unpack the Key Competencies for themselves. Getting him to talk to our staff at a PL session is essential. Just such a clear thinker! The next breakout was with Karen Boyes - always good value for money! Topic was "Creating a culture of mindfulness" with students. Always on hand with useful hints and tips, e.g., Thinking Buddies (Tony Ryan's thing) insistence in doing a task exactly right vs nearly right, C3B4Me, making thinking processes very explicit for students so that they understand the level that is required - say: this is thinking at Bloom's Level 5 - I would like you to evaluate ......, Also, her catchcry is : "Teachers make every other professional possible". I also attended the Homegroup Meeting on the Thursday morning for ICT PD Clusters' Directors and Facilitators- there is apparently a new online area for Sylvia and me to go to to talk and check on events, dates, visits, etc. There is also now an Admin Handbook. Marg McLeod and Warren Hall are coming up to Auckland on 12 May - will probably visit us so FYI. Finally I "gatecrashed" "Demystifying Wikis and Blogs" very enthusiastic presenter. but too fast and way above where most of us are at present. In summary, a useful conference but I wouldn't say the best one for me. I also felt quite cheated not being able to go to the final breakouts 5 and 6 as we had to leave early. Seems like a waste of money not to attend! In the Tradehall I picked up the following useful info: Learning network NZ presentation dates - amongst others, Graham Watts, ex St Cuthberts - very good presenter; Tony Ryan and Guy Claxton - one of the best I've ever come across. Also the Interface - Supporting the use of ICT in Learning - have subscribed for the college. Very useful info for teacher blogs etc. WE'VE GOT TO OPEN UP OUR NETWORK FOR THIS STUFF - WE, AND OUR STUDENTS ARE LAGGING BEHIND IN THESE IMMENSELY POWERFUL WEB2.0 TOOLS. COME ON, GDC. DO IT FOR OUR STUDENTS
Gordon
Cherise Stone: I found the David Anderson workshop "What Young adolescents fear" really interesting. The answer is of course, obvious (everything, success/failure, fitting in etc) but it was good to have a conversation about it to remember that they bring so much other stuff into the room. No amount of well scaffolded, e-learning, hots etc will help a troubled student engage. David referred us to the writings of Stuart Twemlow "The Roots of Violence" as a source. Two quick things I got from the seminar were: 1. Student focus - Belonging, Empowerment, Choice/options and Enjoyment and 2. How to put questions in discussion etc. For example: "Have I been clear?" rather than "what don't you get?" and to ask myself "What the point of that?". I found a web site with more detail on it www.plotpd.com.
I also really enjoyed the CSI workshop - Jocelyn MacKay and Sheryl Rogers. I thought it was a great way to get students and teachers using film still and motion and other tools in the class. Although I wouldn't use that unit I could use the ideas in mine. (Time lapse film, photo shop images, superimposing images etc. all cool). I also learnt and about blogging and video editing which is directly useful.
We were unable to attend the dinner and breakout 5 and 6 which would have been good. Overall, I felt stimulated nd re-inspired about what is possible in my class and think lucky kids school is so much fun!
Following are my notes from the breakout sessions that I felt were the most valuable ones that I attended at the conference
(Vicki Mercer, ICT Manager – Glendowie College)
Successfully Adopting and Utilising a LMS
Hugh Nettar (Pakuranga College – Media Studies and English)
Why Even Consider an LMS?
Constructivism – Learners have ownership of the problem itself.
Multiple Intelligences (Howard Gardener) – Intelligence is the capacity to solve problems or make products that are of value, to a particular group, in one or more cultural settings.
Bloom’s Taxonomies – Top level thinking is creativity.
Ken Robinson – Creativity must replace literacy as the most important aspect of education.
Knowledge APPLIED is power.
Knowledge needs to be scaffolded.
Knowledge needs to be applied.
When these two things occur, creativity can blossom.
Collaboration = sites such as Wikipedia and Amazon
Customisation = sites like Bebo and Facebook allow people to create their own spaces
Creation of content = site like YouTube and blogs.
Evolution of the Internet
• Web 1.0: information was uploaded for accessibility
• Web 2.0: is not a product. It is a digital cultural shift.
• Web 2.0: is now the main purpose of the World Wide Web and how we use it.
• Web 2.0: the users create the information and make it available (e.g. wikipedia).
• Web 2.0: the Web is a platform that allows ‘niche’ groups to share ideas.
• Web 2.0: user control their own data (e.g. RSS feeds, newsgroups)
• Web 2.0: is architecture of participation
• Web 2.0: is harnessing collective intelligence
WHAT CAN YOU ACTUALLY DO WITH YOUR LMS
• Product focused task design (e.g. documentary, contribute to a wiki, etc.)
• Information transfer task (e.g. from book to comic strip; novel to speech, diagram to paragraph)
• Differentiated tasks/outcomes/groupings (e.g. wikispace, giving more difficult topics to higher-level students)
• Embed interaction (e.g. discussion forum, blogs, reflect on a task)
• Personalised space (allow kids to customise a space of their own)
• Present tasks online
• Contribute to professional communities (once you try something and it is successful…SHARE IT (via staff meetings, subject groups, online communities)
WHERE TO START WITH YOUR LMS
• Scalable Deployment: determine the basic structure and start by uploading content; build it up from there. Have one person in each department include it in one unit of work the first year. Great way to encourage participation = discussion forums (allow kids to write on pages.)
• Student Generated Resources: get the kids to create the content (e.g. wiki approach – have groups create wiki spaces; have students recommend YouTube videos, etc.)
• Use the technology: teachers need to subscribe to blogs and RSS feeds that relate to the subjects area they teach.
INVOLVING STUDENTS IN CYBERCITIZENSHIP EDUCATION
Richard Beach – NetSafe
Important Message: tell SOMEBODY (even telling a friend is better than telling no one!
Good video for assembly: “I Thought I Knew” (www.thinkuknow.co.uk)
My Idea (EUREKA!): Have the Media Studies and Drama students work on an integrated project to create a video about the dangers online; show it to students (assembly) and wider school community (parents evening).
THINGS THE SCHOOL CAN DO
• Run a Cybersafety Programme for the wider community:
• Students show the ICT they like to use
• Students tell what they think the risks are
• Students share what they think they should do when confronted with those risks
• Have the students create a slide show (or video or drama or Q & A session between kids and/or kids and parents) to present to the wider school community.
*NOTE ON THE ABOVE: Getting members of the community in can be a problem. Combine the presentation with other presentations/eveining/issues.
• Form a Student Advisory group
• Have students present at staff meetings
HOW TO SAFELY OPEN UP ACCESS TO SOCIAL SITES
Accomplishing this requires 3 actions:
1. Education
2. Policies and user agreements
3. Timely and consistent response to infractions
SUSTAINABLE ICT STRATEGY
Elmar Gailitis
Insist on Energy Star 4.0 monitors (only one available in NZ at present is ThinkVison LCDs)!
School policy for energy saving should be developed:
• Do not leave ICT equipment on between classes or overnight
• A large school (2,000 +) should be run on only 3 servers (we have 8 at the moment; 3 have been added in the past year due to a recommendation by New Era!)
• IBM has a blade server that can easily provide good network solution for a school of 1,000.
• Implement VM Ware (server virtualisation)
• Insist on ‘green’ packing when buying and leasing equipment (e.g. bulk packaging, green packaging materials, freight costs, disposal services). NOTE: I tried to do this with the equipment we leased thru New Era this year – was told no suppliers in NZ provide this.
• Only deal with suppliers who have ‘green policies’
• Ask vendors/providers what their procedure is for returns or disposals at end-of-life.
• Implement a “wake on” LAN (???)
• Where only low-level processing is the requirement (cross-curricular labs and pods) – run 3 keyboards and screens off of 1 PC using X300 PCI cards ($365). Note: this is not suitable for image applications or video editing.
*NOTE TO SELF: CHECK ON THE ARC “ANNUAL ROUND UP” FOR DISPOSING OF OLD ICT EQUIPMENT
Learning@school 2008 was an interesting and stimulating few days for me and I enjoyed the time to spend time with like-minded people discussing the 'how to' of making learning meaningful for this generation of learners.
Jamie McKenzie's clever twist on research projects was interesting - instead of asking students to research a country or event which is very lower order thinking (and a scoop method) he suggested that we ask them to decide which city in China they would want to live in and why. This means that they have to come up with criteria, rank them, and then decide which city and why. In the process they have used a lot of higher order thinking (evaluation, analysis etc) and related it to themselves far more. He also talked about students generating questions rather than teachers (in the China example they decide what questions they are going to ask about each city).
Another session by Jamie McKenzie was 'The Journey of Change' which addressed many issues involved in moving a school's culture from one model of teaching and learning to another. His materials are available on fno.org and nsdc.org - well worth a look. He fully addressed how to lead and get everyone on board - even the reluctant changers - it was very comprehensive.
Like Cherise I went to 'What Young Adolescents Fear'....David Anderson's workshop approach got you really thinking and it intrigued me to realise that they hate public praise... so I have been trying to praise effort and product quietly and one on one rather than draw attention to it. David Anderson also talked about how we support learners at risk - there needs to be a balance between challenge and support. Too much challenge is brutal and too much support encourages learned helplessness. Getting it right means a robust relationship where we both challenge and support.
Liz WaterfallI attended Murray Black's "Using asTTLe" data to inform teaching in a secondary school. Fantastic for me as his presentation consisted of the "next step" in providing Professional Learning for staff in asTTLe. Handed out a useful template for analysing AsTTLe. Will use in the next PL about this. My second breakout was Julia Atkin's "Key Competencies: Complicated, Complex and Compulsory" Ok but not practicable to implement in the classroom; essentially abstract thesis on the Tao of the Curriculum. Trevor Bond's Key Competencies workshop was really excellent - a clear direction in how a school could unpack the Key Competencies for themselves. Getting him to talk to our staff at a PL session is essential. Just such a clear thinker! The next breakout was with Karen Boyes - always good value for money! Topic was "Creating a culture of mindfulness" with students. Always on hand with useful hints and tips, e.g., Thinking Buddies (Tony Ryan's thing) insistence in doing a task exactly right vs nearly right, C3B4Me, making thinking processes very explicit for students so that they understand the level that is required - say: this is thinking at Bloom's Level 5 - I would like you to evaluate ......, Also, her catchcry is : "Teachers make every other professional possible". I also attended the Homegroup Meeting on the Thursday morning for ICT PD Clusters' Directors and Facilitators- there is apparently a new online area for Sylvia and me to go to to talk and check on events, dates, visits, etc. There is also now an Admin Handbook. Marg McLeod and Warren Hall are coming up to Auckland on 12 May - will probably visit us so FYI. Finally I "gatecrashed" "Demystifying Wikis and Blogs" very enthusiastic presenter. but too fast and way above where most of us are at present. In summary, a useful conference but I wouldn't say the best one for me. I also felt quite cheated not being able to go to the final breakouts 5 and 6 as we had to leave early. Seems like a waste of money not to attend! In the Tradehall I picked up the following useful info: Learning network NZ presentation dates - amongst others, Graham Watts, ex St Cuthberts - very good presenter; Tony Ryan and Guy Claxton - one of the best I've ever come across. Also the Interface - Supporting the use of ICT in Learning - have subscribed for the college. Very useful info for teacher blogs etc. WE'VE GOT TO OPEN UP OUR NETWORK FOR THIS STUFF - WE, AND OUR STUDENTS ARE LAGGING BEHIND IN THESE IMMENSELY POWERFUL WEB2.0 TOOLS. COME ON, GDC. DO IT FOR OUR STUDENTS
Gordon
Cherise Stone: I found the David Anderson workshop "What Young adolescents fear" really interesting. The answer is of course, obvious (everything, success/failure, fitting in etc) but it was good to have a conversation about it to remember that they bring so much other stuff into the room. No amount of well scaffolded, e-learning, hots etc will help a troubled student engage. David referred us to the writings of Stuart Twemlow "The Roots of Violence" as a source. Two quick things I got from the seminar were: 1. Student focus - Belonging, Empowerment, Choice/options and Enjoyment and 2. How to put questions in discussion etc. For example: "Have I been clear?" rather than "what don't you get?" and to ask myself "What the point of that?". I found a web site with more detail on it www.plotpd.com.
I also really enjoyed the CSI workshop - Jocelyn MacKay and Sheryl Rogers. I thought it was a great way to get students and teachers using film still and motion and other tools in the class. Although I wouldn't use that unit I could use the ideas in mine. (Time lapse film, photo shop images, superimposing images etc. all cool). I also learnt and about blogging and video editing which is directly useful.
We were unable to attend the dinner and breakout 5 and 6 which would have been good. Overall, I felt stimulated nd re-inspired about what is possible in my class and think lucky kids school is so much fun!
Linda Tomlinson
Vicki Mercer
Learning@School Breakout Sessions
2008
Following are my notes from the breakout sessions that I felt were the most valuable ones that I attended at the conference
(Vicki Mercer, ICT Manager – Glendowie College)
Successfully Adopting and Utilising a LMS
Hugh Nettar (Pakuranga College – Media Studies and English)
Why Even Consider an LMS?
Constructivism – Learners have ownership of the problem itself.
Multiple Intelligences (Howard Gardener) – Intelligence is the capacity to solve problems or make products that are of value, to a particular group, in one or more cultural settings.
Bloom’s Taxonomies – Top level thinking is creativity.
Ken Robinson – Creativity must replace literacy as the most important aspect of education.
Knowledge APPLIED is power.
Knowledge needs to be scaffolded.
Knowledge needs to be applied.
When these two things occur, creativity can blossom.
Collaboration = sites such as Wikipedia and Amazon
Customisation = sites like Bebo and Facebook allow people to create their own spaces
Creation of content = site like YouTube and blogs.
Collaboration = Co-constructivism
Customisation = Multiple Intelligences
Creation = Bloom’s
Evolution of the Internet
• Web 1.0: information was uploaded for accessibility
• Web 2.0: is not a product. It is a digital cultural shift.
• Web 2.0: is now the main purpose of the World Wide Web and how we use it.
• Web 2.0: the users create the information and make it available (e.g. wikipedia).
• Web 2.0: the Web is a platform that allows ‘niche’ groups to share ideas.
• Web 2.0: user control their own data (e.g. RSS feeds, newsgroups)
• Web 2.0: is architecture of participation
• Web 2.0: is harnessing collective intelligence
WHAT CAN YOU ACTUALLY DO WITH YOUR LMS
• Product focused task design (e.g. documentary, contribute to a wiki, etc.)
• Information transfer task (e.g. from book to comic strip; novel to speech, diagram to paragraph)
• Differentiated tasks/outcomes/groupings (e.g. wikispace, giving more difficult topics to higher-level students)
• Embed interaction (e.g. discussion forum, blogs, reflect on a task)
• Personalised space (allow kids to customise a space of their own)
• Present tasks online
• Contribute to professional communities (once you try something and it is successful…SHARE IT (via staff meetings, subject groups, online communities)
WHERE TO START WITH YOUR LMS
• Scalable Deployment: determine the basic structure and start by uploading content; build it up from there. Have one person in each department include it in one unit of work the first year. Great way to encourage participation = discussion forums (allow kids to write on pages.)
• Student Generated Resources: get the kids to create the content (e.g. wiki approach – have groups create wiki spaces; have students recommend YouTube videos, etc.)
• Use the technology: teachers need to subscribe to blogs and RSS feeds that relate to the subjects area they teach.
INVOLVING STUDENTS IN CYBERCITIZENSHIP EDUCATION
Richard Beach – NetSafe
Important Message: tell SOMEBODY (even telling a friend is better than telling no one!
Good video for assembly: “I Thought I Knew” (www.thinkuknow.co.uk)
My Idea (EUREKA!): Have the Media Studies and Drama students work on an integrated project to create a video about the dangers online; show it to students (assembly) and wider school community (parents evening).
THINGS THE SCHOOL CAN DO
• Run a Cybersafety Programme for the wider community:
• Students show the ICT they like to use
• Students tell what they think the risks are
• Students share what they think they should do when confronted with those risks
• Have the students create a slide show (or video or drama or Q & A session between kids and/or kids and parents) to present to the wider school community.
*NOTE ON THE ABOVE: Getting members of the community in can be a problem. Combine the presentation with other presentations/eveining/issues.
• Form a Student Advisory group
• Have students present at staff meetings
HOW TO SAFELY OPEN UP ACCESS TO SOCIAL SITES
Accomplishing this requires 3 actions:
1. Education
2. Policies and user agreements
3. Timely and consistent response to infractions
SUSTAINABLE ICT STRATEGY
Elmar Gailitis
Insist on Energy Star 4.0 monitors (only one available in NZ at present is ThinkVison LCDs)!
School policy for energy saving should be developed:
• Do not leave ICT equipment on between classes or overnight
• A large school (2,000 +) should be run on only 3 servers (we have 8 at the moment; 3 have been added in the past year due to a recommendation by New Era!)
• IBM has a blade server that can easily provide good network solution for a school of 1,000.
• Implement VM Ware (server virtualisation)
• Insist on ‘green’ packing when buying and leasing equipment (e.g. bulk packaging, green packaging materials, freight costs, disposal services). NOTE: I tried to do this with the equipment we leased thru New Era this year – was told no suppliers in NZ provide this.
• Only deal with suppliers who have ‘green policies’
• Ask vendors/providers what their procedure is for returns or disposals at end-of-life.
• Implement a “wake on” LAN (???)
• Where only low-level processing is the requirement (cross-curricular labs and pods) – run 3 keyboards and screens off of 1 PC using X300 PCI cards ($365). Note: this is not suitable for image applications or video editing.
*NOTE TO SELF: CHECK ON THE ARC “ANNUAL ROUND UP” FOR DISPOSING OF OLD ICT EQUIPMENT
Elise Macadam**